A Study on Information Technology Integrated Guided Discovery Instruction towards Students’ Learning Achievement and Learning Retention
Chich-Jen Shieh 1  
,  
 
 
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1
Chang Jung Christian University,Taiwan
2
Beijing University of Chemical Technology, China
Publish date: 2016-02-22
 
EURASIA J. Math., Sci Tech. Ed 2016;12(4):833–842
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TOPICS:
ABSTRACT:
Background:
In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important role. Teaching methods promoted in guided discovery instruction are to cultivate learners’ abilities of discovery, exploration, problem-solving and independent thinking, and creation and invention through discovery or creative learning. Students could actively and positively participate in learning and integrate and construct knowledge by themselves. In other words, all knowledge is individually operated and explained, rather than passively acquired.

Material and methods:
By applying quasi-experimental research with experimental design, 98 students in two classes in Fuzhou No.1 Middle School and Affiliated High School of Fujian Normal University are preceded the 16-week (3hr per week) experimental teaching research.

Results:
The research results reveal that 1.guided discovery instruction would affect learning achievement, 2.guided discovery instruction would influence learning retention, and 3.learning achievement presents significantly positive effects on learning retention. Based on the research results,

Conclusions:
conclusions and suggestions are proposed at the end of this study, expecting to provide reference and improvement for teachers’ teaching method.

CORRESPONDING AUTHOR:
Chich-Jen Shieh   
Chang Jung Christian University,Taiwan, College of Economics and Finance City, Fujian Province, China, 362021 Quanzhou, China
eISSN:1305-8223
ISSN:1305-8215